Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación uso de la L1 en el aula expresión escrita aprendizaje colaborativo

Resumen:

This study reports on part of a larger research project that investigates the role of students’ first language in learning English as a foreign language (EFL) in the context of Japanese higher education. Despite the prevalent use of peer review in EFL writing classes, students’ use of different languages and the effects of English proficiencies on collaborative interaction as mediated in written peer feedback remain underresearched. To add to the rather sparse literature, this study comparatively analysed peer feedback provided by high- and low-proficiency Japanese EFL students and conducted stimulated recall interviews to determine the factors affecting their language choices. The text analysis presented a stark contrast in students’ language choices stemming mainly from a difference in the type of feedback provided by each group: ‘...

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Tipo: artículo

Metodología: estudio empírico

Temas: metodología de investigación estrategias de aprendizaje enseñanza/aprendizaje de vocabulario cognición y procesamiento

Resumen:

This article revisits the use of the term ‘think aloud protocols’ (TAP) as used in second language (L2) research studies as a means for collecting verbal report (VR) data dealing with language learner strategies (LLS). Given that there continue to appear L2 studies that use TAP without differentiating the actual type of VR that is involved, this study investigated the extent to which it makes a difference if the researchers fine-tune the types of VR responsible for yielding the given cognitive processing data. The study was conducted at the university level as part of an effort to investigate the dynamics of vocabulary strategy instruction (VSI) from different angles. Non-native-English-speaking developing teachers generated VR about the strategies that they selected when assuming the role of both tutor and student in one of six dyads...

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Tipo: artículo

Metodología: trabajo teórico

Temas: lingüística enseñanza/aprendizaje de la gramática análisis contrastivo influencia de la L1

Resumen:

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El estudio de las tipologías lingüísticas (esto es, de las semejanzas y disimilitudes de las diferentes lenguas presentes en el aula de E/LE con respecto a la lengua española) así como el de los universales (principios comunes a todas las lenguas conocidas del mundo) constituye una herramienta de indudable valor pedagógico puesto que permite a los alumnos una comprensión global del español, de sus límites estructurales y de la particular concepción del mundo que supone comunicarse en este idioma. Asimismo, contribuye a prevenir las transferencias gramaticales equivocadas entre la lengua materna del estudiante y la lengua meta. Finalmente, este enfoque proporciona una visión científica del hecho...

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Tipo: artículo

Metodología: estudio empírico

Temas: multimodalidad expresión escrita motivación enseñanza/aprendizaje de lenguas

Resumen:

Despite the increasing prevalence of multimodal approaches and multimodal composing (MC) in Chinese as a second language (CSL) instruction, whether MC can positively impact the writing performance of CSL learners remains to be further explored. This study focuses on advanced-level CSL learners and investigates the impact of MC on their writing performance through a quasi-experimental study involving three writing tasks. Learners’ attitudes and evaluations towards MC are examined via a reflection survey and a semi-structured interview, and their writing performance is evaluated using three criteria, namely language, structure, and content. The results indicated that the experimental group engaged in MC demonstrated greater syntactic complexity, structure, and content compared to the control group. However, while the experimental group...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación interacción expresión oral enseñanza/aprendizaje de la gramática

Resumen:

This quasi-experimental classroom study examines the effects of recasts and negotiated prompts on oral interactions in a foreign language (FL) context where the instructional approach primarily focuses on grammar and accuracy. Ninety adult native speakers of Mandarin Chinese from two intact classes were randomly assigned to one of two experimental groups (recast or negotiated prompt) or a control group, and were asked to complete pre-/post-tests on their use of question and past tense forms in English. Between the pre-test and the post-tests, the learners of the two experimental groups had three treatment lessons for feedback outside their usual English classes, the interaction data of which are reported. ANOVA analyses revealed that recasts were highly effective for accuracy development of wh-questions, interrogative questions and...

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Tipo: artículo

Metodología: trabajo teórico

Temas: evaluación pragmática certificación diseño curricular

Resumen:

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El objetivo del presente trabajo es realizar una reflexión sobre la evaluación de la competencia pragmática en el nivel B2 del Instituto Cervantes. Para ello, se discutirá qué se ha de entender por competencia pragmática. Una vez definida esta, la siguiente cuestión que abordaremos es qué se persigue en la evaluación de esta competencia, hasta hace bien poco, desatendida o no bien tratada en la evaluación. A partir de esta reflexión teórica, concluiremos nuestro trabajo con una reflexión sobre la adecuación de los objetivos del Plan Curricular del Instituto Cervantes para evaluar dicha competencia y examinar cómo se plasman estos objetivos en los exámenes oficiales del Instituto Cervantes. Es decir...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: comprensión lectora enfoque por tareas enfoques y métodos estrategias de aprendizaje

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En las últimas décadas, el avance en los estudios de metodología de lenguas extranjeras (LE) ha experimentado un espectacular avance, y aunque todavía estamos muy lejos de haber encontrado la forma ideal de didáctica, los progresos indican que vamos por buen camino. Las metodologías comunicativas y el enfoque por tareas han dado a las destrezas en el aula de LE un protagonismo relevante y justificado, pues cada destreza cubre una serie de procesos de aprendizaje y necesidades del aprendiente.

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial aprendizaje autónomo escritura académica motivación

Resumen:

This empirical study examines the effectiveness of artificial intelligence-enhanced personalized language learning interventions—tailored content adaptation, self-paced progression, and targeted weakness intervention—on academic writing proficiency, vocabulary acquisition, and grammatical accuracy among 540 Chinese postgraduate learners of English as a foreign language. Utilizing a pretest–posttest randomized controlled design, participants were assigned to three experimental groups (each receiving a distinct artificial intelligence-driven intervention) or a control group (traditional instruction). Quantitative analyses (multivariate analysis of covariance/analysis of covariance) demonstrated significant improvements across all learning outcomes for artificial intelligence groups compared with controls ( p .001), with the most...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas expresión escrita estrategias de aprendizaje diferencias individuales

Resumen:

Previous research has highlighted the pivotal role of self-efficacy in English writing proficiency among various cultures and educational levels. In higher education, particularly at the graduate level, writing proficiency is crucial for academic success and professional development. Therefore, it is essential to understand factors that influence writing proficiency, such as self-efficacy and self-regulated learning (SRL) strategies. However, there is a gap in research on how distinct profiles of a combination of self-efficacy in writing and self-efficacy in self-regulation among graduate students correlate with the use of SRL strategies, writing performance, and demographic features. To fill this gap, we examined the English writing self-efficacy profiles among 1,308 Chinese graduate students and explored how these profiles are...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas feedback/retroalimentación creencias y actitudes de los profesores práctica docente

Resumen:

This study investigates Vietnamese EFL teachers’ beliefs and practices regarding oral corrective feedback, exploring and seeking to explain some of the relationships between beliefs and classroom practices. Data were collected in primary schools in Vietnam, and consist of 24 classroom observations and interviews with six teachers. Overall, the teachers showed high levels of awareness of the benefits of oral corrective feedback. They nominated pronunciation errors as the most important target for correction in the primary context. In practice, although pronunciation and grammar accounted for the majority of the total errors, leading to the majority of total feedback moves, the frequency of feedback per error was much higher for vocabulary errors. Prompts were reported by teachers to be more effective and more favourable than...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: aprendizaje-servicio cómic/historieta comprensión lectora expresión escrita

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El enfoque Aprendizaje-Servicio consiste en aprender ejecutando tareas que repercutan positivamente en la comunidad. A través de este enfoque proponemos una unidad didáctica para los niveles C1-C2. La unidad se divide en tres partes: en la primera se introduce el tema mediante tareas de comprensión e interacción oral. En la segunda, se trabaja la comprensión lectora a partir del cómic Viñetas de vida, cuyo objetivo es sensibilizar a la población de la necesidad de la cooperación internacional. Finalmente, en la tercera parte, se realiza la tarea final de expresión escrita que consiste en la redacción de un informe en que se exponen datos relevantes sobre la cooperación y se propone un plan de...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral metacognición aprendizaje autónomo inteligencia artificial

Resumen:

Listening instruction in language education often remains product-oriented, focusing on comprehension accuracy rather than awareness of cognitive processes and learner self-regulation. Grounded in metacognitive and self-regulated learning frameworks, this study examined the effectiveness of an artificial intelligence (AI)-mediated metacognitive listening textbook designed to promote metacognitive awareness and learner autonomy through guided reflection and adaptive feedback. The textbook implemented a four-phase metacognitive cycle (planning, monitoring, evaluating, reflecting) supported by AI feedback that helped learners diagnose comprehension challenges, plan strategies, and monitor progress. A 12-week quasi-experimental mixed-methods design was conducted with 500 upper-secondary learners divided into experimental (n = 250) and...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación pronunciación creencias y actitudes de los estudiantes aprendizaje colaborativo

Resumen:

This study used questionnaires eliciting quantitative and qualitative data to investigate (1) foreign language learners’ beliefs about peer feedback on pronunciation before and after a peer feedback intervention and (2) peer feedback providers’, peer feedback receivers’, and teacher feedback receivers’ experiences of the intervention. Participants included 127 first-year learners of German. They were assigned to a peer feedback provider group, a peer feedback receiver group, a teacher feedback receiver group, or a control group. After a general pronunciation training for the first three groups and a metacognitive instruction session for the first two groups, the peer feedback providers were instructed to give feedback on their peers’ pronunciation whereas the peer feedback receivers were asked to incorporate their peers’ feedback and...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación expresión escrita enseñanza a niños motivación

Resumen:

Second language (L2) writing research has demonstrated that young learners discuss linguistic issues, make use of feedback, and show a generally positive disposition toward writing tasks. However, many issues deserve further investigation. Regarding task implementation, few studies have been conducted with young learners writing individually, and few have compared different feedback types. Also, the focus of analysis has mostly been placed on students’ discussions; little is known about aspects such as draft quality and task motivation. To address these gaps, draft quality and task motivation were measured in 75 learners (aged 10–12 years) engaged in a three-stage writing task. They were divided into a task repetition group (n = 21), a group that received feedback via direct corrections (n = 30), and a group that received feedback via...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: marcadores discursivos registro coloquial pragmática interacción

Resumen:

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En la presente propuesta didáctica se presentan una serie de actividades dirigidas a reconocer tanto las diferentes formas como las funciones de las partículas conversacionales de control del contacto, propias del español coloquial. Puesto que se trata de elementos pragmáticos polifuncionales, el aprendizaje del uso de las partículas será un proceso complejo que necesitará de una atención especial que garantice su correcta asimilación. Para ello nos basaremos en el programa Gandía Shore, que supone una muestra genuina del coloquial en la cual se pueden observar las partículas conversacionales en contexto. Las actividades se centrarán en el reconocimiento de las partículas conversacionales y de sus...

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